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Teacher quality
Principal leadership
Parent involvement
pretty good. nice teachers. students are okay. great test scores! good experience. happy kids and parents
You need to improve your HISPANIC and DISABLED students test score...GOOD LUCK WITH THAT FROM TIFFANY JOHNSON!!! I HONOR DR. NEITO former professor at CSULB -SHE COULD TEACH FROM A WHEELCHAIR -- THE KIDS WERE GOOD! Its that book Can you teach! Good Principals should be that supportive --where a teacher can sit in a wheelchair. They are honored able to teach!
I am appalled with what this parent has written. They are making wrongful allegations and are hurting Vine's reputation. I feel it is and excuse because they are in denial of their child's behavior. They are looking to blame someone else rather than facing the reality. I have not once encountered any of this and am very angry that someone would write something like this. My child has blossomed tremendously this year thanks to the first grade staff. They take pride in what they do and work hard to help our children. I feel this is absurd nonsense and whoever wrote this has issues themselves. They are looking for someone else to blame to avoid dealing with the reality. This can in turn damage the child in the long run.
—Submitted by a parent
My child went to Vine k-5 and had a wonderful experience...she had the best of the best teachers while at Vine....Mrs. Leinbach, Mrs. LarsonSIlva, Mrs. Newlon, Miss Kane, Mrs Henderson and of course Mrs. Folwer...she was very blessed to be able to have these wonderful, caring teachers who have molded her into this wonderful young lady, who is now an honor student in middle school. Sadly some of these teachers are gone and I don't feel that the second grade team as a good as it can be, to clickish and don't seem to have the children's best intrest. Hope the new pricipal, who seems very cold at times and has scared some of the younger students at an assembly - will see this and make some changes to benefit all of these wonderful students who are our tomorrows future. I hope to see some improvements in the following year as this school had gone from a 10 to 3.5 in the last 3 yrs.
—Submitted by a parent
This is a good school with a great administration. While testing is valued, it is not valued more than the students, Which I feel is a big part of this school's success.
—Submitted by a teacher
I am a proud parent of and Kindergartener at Vine and thus far have been really pleased with their instructional program. The kindergarten eachers at Vine are passionate about teaching. They are warm, welcoming and very nurturing while maintaining a structured and extremely organized learning environment. One of the main things I appreciate is the way they infuse arts/crafts/music into their curriculum while teaching the students the core. I LOVE VINE and so does my son.
—Submitted by a parent
My daughter went to Vine School. I have nothing to said complain about this school and staff. Principle is very friendly and he's really doing his job, he almost know all the name of the kid. The front desk staff (nancy) every sweet and polite. I feel so lucky that my kid can go to the terrific school.
—Submitted by a parent
My daughter graduated from this school last year. She was there from K-5. I loved all her teachers, especially Ms. Lau & Mrs. Kelton. She received great education and really blossomed academically and socially. She was also awarded the presidential award which is a statement of great teachers who want and encourage the children to succeed. I'm blessed for having my child attend this school. She is currently an honor student at a Walnut middle school.
—Submitted by a parent
My children went to Vine and I couldn't be happier, they had so much to offer. They challenged my son who was in Gate and they also offered help to my other child who struggled. The teachers are wonderful and my experience there was awesome. I highly recommend this school for any one who's looking for a good education and experience for their children.
—Submitted by a parent
Focus more on sports rather than academics and students' behavior. So if your kids are not athletes,this is not the school for you.
—Submitted by a parent
The teachers and the staff at Vine Elementary School seem to be very professional & caring. As a parent I couldn't feel luckier to have my daughter at Vine Elementary. Thank you for giving my child the confidence she needs to advance to the next grade year after year.
—Submitted by Gabriela Reitz, a parent
Academics good for the average student. Depending on the teacher, they help the advanced student, othwise if your child is on the advanced side he will be bored and not challenged. I do not agree with the 'gate' program giving the child more classes after school instead of challenging them in class.
—Submitted by a parent
Vine Elementary seems to be one of the most organized elementary schools in the ditrict. Their academic levels are very high, and the school is truly comitted to the academic and moral development of their students. They had set high standards for the children and help them to acheive them. The school has a very qualify team of teachers, that work hard to maintain these levels and to bring new and bigger things to the school. The school has developed a nice music/art/drama extra-curriculum that motivates the children to read and learn about these cultural fields. Parents are very much involve in these activities, helping and participating many times along with their children.
—Submitted by a parent
Community ratings and reviews do not represent the views of GreatSchools nor does GreatSchools check their accuracy or verify the reviewers' identities. Use your discretion when evaluating these reviews.
The Community Rating is the school’s average rating from its community members (e.g., parents, students, and school staff). The highest possible rating is five stars; the lowest is one star.
The API reflects year-over-year schools performance based on STAR test score results from spring 2012.
The state average for English Language Arts was 58% in 2012.
100 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 64% in 2012.
100 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 48% in 2012.
96 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 69% in 2012.
97 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 67% in 2012.
90 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 71% in 2012.
91 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
The state average for English Language Arts was 63% in 2012.
92 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Math was 65% in 2012.
91 students were tested at this school in 2012.
2012
2011
2010
2009
The state average for Science was 60% in 2012.
91 students were tested at this school in 2012.
2012
2011
2010
2009
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
See California's state standards
Source: California Department of Education
| All Students | 84% |
| Females | 84% |
| Males | 84% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 91% |
| Students with disability | n/a |
| Students with no reported disability | 84% |
| English learner | 82% |
| Fluent-English proficient and English only | 84% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 86% |
| Parent education - some college (includes AA degree) | 74% |
| Parent education - college graduate | 100% |
| Parent education - graduate school/post graduate | 100% |
| Parent education - declined to state | n/a |
| All Students | 83% |
| Females | 80% |
| Males | 86% |
| African American | n/a |
| Asian | 100% |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Other Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 82% |
| Non-economically disadvantaged | 84% |
| Students with disability | n/a |
| Students with no reported disability | 86% |
| English learner | 94% |
| Fluent-English proficient and English only | 81% |
| Migrant education | n/a |
| Gifted and talented | n/a |
| Parent education - not a high school graduate | n/a |
| Parent education - high school graduate | 86% |
| Parent education - some college (includes AA degree) | 79% |
| Parent education - college graduate | 93% |
| Parent education - graduate school/post graduate | 87% |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 63% |
| Females | 67% |
| Males | 60% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 60% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 56% |
| Non-economically disadvantaged | 73% |
| Students with disability | n/a |
| Students with no reported disability | 65% |
| English learner | n/a |
| Fluent-English proficient and English only | 68% |
| Migrant education | n/a |
| Gifted and talented | 93% |
| Parent education - not a high school graduate | 77% |
| Parent education - high school graduate | 63% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 45% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 67% |
| All Students | 70% |
| Females | 73% |
| Males | 67% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 65% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 63% |
| Non-economically disadvantaged | 78% |
| Students with disability | n/a |
| Students with no reported disability | 74% |
| English learner | n/a |
| Fluent-English proficient and English only | 74% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 69% |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | 45% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 92% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 80% |
| Females | 82% |
| Males | 78% |
| African American | n/a |
| Asian | 82% |
| Filipino | n/a |
| Hispanic or Latino | 76% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 76% |
| Non-economically disadvantaged | 85% |
| Students with disability | n/a |
| Students with no reported disability | 82% |
| English learner | n/a |
| Fluent-English proficient and English only | 82% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 91% |
| Parent education - high school graduate | 80% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 91% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
| All Students | 75% |
| Females | 80% |
| Males | 69% |
| African American | n/a |
| Asian | 91% |
| Filipino | n/a |
| Hispanic or Latino | 69% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 67% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | n/a |
| Fluent-English proficient and English only | 76% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 82% |
| Parent education - high school graduate | 76% |
| Parent education - some college (includes AA degree) | 65% |
| Parent education - college graduate | 73% |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | n/a |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
| All Students | 78% |
| Females | 80% |
| Males | 74% |
| African American | n/a |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 74% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 71% |
| Non-economically disadvantaged | 83% |
| Students with disability | n/a |
| Students with no reported disability | 77% |
| English learner | n/a |
| Fluent-English proficient and English only | 83% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 77% |
| Parent education - high school graduate | 76% |
| Parent education - some college (includes AA degree) | 70% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 100% |
| All Students | 72% |
| Females | 73% |
| Males | 72% |
| African American | n/a |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 70% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 73% |
| Non-economically disadvantaged | 72% |
| Students with disability | n/a |
| Students with no reported disability | 73% |
| English learner | n/a |
| Fluent-English proficient and English only | 77% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 77% |
| Parent education - high school graduate | 73% |
| Parent education - some college (includes AA degree) | 64% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 82% |
| All Students | 83% |
| Females | 83% |
| Males | 84% |
| African American | n/a |
| Asian | 83% |
| Filipino | n/a |
| Hispanic or Latino | 81% |
| American Indian or Alaska Native | n/a |
| Pacific Islander | n/a |
| Samoan | n/a |
| White (not Hispanic) | n/a |
| Economically disadvantaged | 80% |
| Non-economically disadvantaged | 87% |
| Students with disability | n/a |
| Students with no reported disability | 83% |
| English learner | n/a |
| Fluent-English proficient and English only | 89% |
| Migrant education | n/a |
| Gifted and talented | 100% |
| Parent education - not a high school graduate | 85% |
| Parent education - high school graduate | 91% |
| Parent education - some college (includes AA degree) | 73% |
| Parent education - college graduate | n/a |
| Parent education - graduate school/post graduate | n/a |
| Parent education - declined to state | 91% |
In 2011-2012 California used the California Standards Tests (CSTs) to test students in English language arts in grades 2 through 11; math in grades 2 through 7; science in grades 5, 8 and 10; and history-social science in grades 8 and 11. Middle and high school students also took subject-specific CSTs in math and science, depending on the course in which they were enrolled. The CSTs are standards-based tests, which means they measure how well students are mastering specific skills defined for each grade by the state of California. The goal is for all students to score at or above proficient on the tests.
The different student groups are identified by the California Department of Education; if there are fewer than 10 students in a particular group in a school, the state doesn't report data for that group.
See California's state standards
Source: California Department of Education
GreatSchools Ratings are based on the most recent standardized test results for schools. Use the breakdown ratings below to compare types of students at this school. Learn more »
Grade 2
Grade 3
Grade 4
Grade 5
All students
Female
Male
All students
Asian
Hispanic or Latino
All students
Economically disadvantaged
Non-economically disadvantaged
Students with no reported disability
English learner
Fluent-English proficient and English only
Gifted and talented
Parent education - not a high school graduate
Parent education - high school graduate
Parent education - some college (includes AA degree)
Parent education - college graduate
Parent education - graduate school/post graduate
Parent education - declined to state
All students
| Ethnicity | This school | State average | ||
|---|---|---|---|---|
| Hispanic or Latino | 67% | 49% | ||
| White | 13% | 28% | ||
| Asian | 12% | 8% | ||
| Filipino | 4% | 3% | ||
| African American | 3% | 7% | ||
| Multiple or No Response | 1% | 3% | ||
| American Indian or Alaska Native | 0% | 1% | ||
| Pacific Islander | 0% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| English language learners 1 | 12% | N/A | 24% |
| Students eligible for free or reduced-price lunch program 2 | 42% | N/A | 52% |
| Language | This school | State average | ||
|---|---|---|---|---|
| Spanish | 74% | 85% | ||
| Cantonese | 11% | 2% | ||
| Vietnamese | 6% | 2% | ||
| Japanese | 3% | 0% | ||
| Mandarin (Putonghua) | 3% | 1% | ||
| Arabic | 2% | 1% | ||
| Korean | 2% | 1% |
| This school | District average | State average | |
|---|---|---|---|
| Average class size | 23 | N/A | 25 |
| This school | District average | State average | |
|---|---|---|---|
| Average years teaching in district | 11 | N/A | 11 |
| Average years teaching | 14 | N/A | 13 |
| This school | District average | State average | |
|---|---|---|---|
| Full credential | 96% | N/A | 96% |
| Emergency credential or waiver | 0% | N/A | 2% |
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1901 East Vine Avenue
West Covina,
CA 91791
Phone: (626) 931-1790
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